The purpose of this study was to examine how collaborative artmaking activates and supports the development of interpersonal skills in young children. By means of a qualitative case study, this study explored how collaborative art projects engage children in using problem-solving, cooperation, and negotiation skills. Data were collected through observation of small groups of preschool children as they participated in collaborative art projects. Field notes, videotaping, small group interviews, and conversations with colleagues were the primary methods for data collection. The data were analyzed using the literature from the Reggio Emilia philosophy and research on collaborative artmaking and interpersonal skills development. Thematic groupings from both deductive and inductive coding techniques were used to analyze the data and draw inferences about the findings. Results show that children co-construct knowledge through the visual language of art during collaborative artmaking. Over time, this construction supports children in their interpersonal skill development. The art medium used in the projects and the role of teacher were examined, revealing how the children were supported in developing problem-solving, cooperation, and negotiation skills. This study makes an important contribution to the literature because it draws connections between collaborative artmaking and interpersonal skill development.
|Advisor:||Kroll, Linda R.|
|School Location:||United States -- California|
|Source:||MAI 51/06M(E), Masters Abstracts International|
|Subjects:||Art education, Education, Early childhood education|
|Keywords:||Collaborative artmaking, Early childhood education, Interpersonal skills, Preschool, Problem solving skills, Reggio emilia|
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